Academic Program Review
Approved by the School of Music, 14 November 2000.
Edited for 2007 - 2008 APR, 30 May 2007
A. Strategic Objectives
- What are the strategic objectives of the unit/program? What do
we wish to look like as a School five years from now? Ten years
- To what extent are stated unit/program objectives being met?
What is the evidence for these achievements?
- How does the unit/program support the mission and objectives of
the University and other programs within the University?
- How do the School’s strategic objectives complement the
key action areas and targets in the University’s Strategic
Plan: students; research, creative activity and scholarship; the
needs of the province; conditions for success; and institutional
- Where does the School’s direction diverge from the
University’s Strategic Plan?
- In light of an anticipated period of faculty renewal, what
opportunities exist for the School to evaluate and reset its
- How are the efforts of the unit/program focused upon achieving
the level of excellence (provincial, national, international) to
which the unit/program aspires?
- What mechanism can be established for regular and periodic
review of the established objectives?
B. Student Enrollment/Program Outcomes
- What are student enrollment trends (in terms of FTE) at each
level (undergraduate and graduate)?
- What has been the impact of provincial and regional demographic
trends in recent years?
- What predictors do recent enrolment trends offer for the
future; what imperatives do they establish for recruitment?
- What policies and procedures are in place to assure optimum
student recruitment in terms of numbers of students, quality of
students, distribution of students by performance medium and
assuring a balanced range of demographic backgrounds to the student
- How are the university’s general recruitment efforts
supportive of the particular recruitment needs of the School of
- How effective are the communications devised to serve
- Is the current range of scholarships and bursaries adequate to
sustain the School’s recruitment objectives?
- How effectively do the School’s outreach programs (e.g.,
public concerts, tours, master classes, clinics) support the
School’s recruitment objectives?
- Are the numbers of students majoring in the programs
appropriate given the resources that are committed to the
- Are the numbers of degrees being awarded appropriate given the
resources that are committed to the Unit/Program?
- Are retention rates satisfactory for the Program?
- What is the level of satisfaction among graduates of the
- How successfully are students gaining admission to graduate
programs or finding post-graduate opportunities in or related to
their field of study?
- What resources are available to assist the School in
maintaining regular, active and effective communications with its
- How effectively does the School involve its alumni in student
- How effectively does the School involve its alumni in
- How many nontraditional students are enrolling in courses and
- How are program outcomes made known to students? How are these
outcomes used to revise and strengthen the program?
C. Teaching and Learning: Curriculum
- Is the curriculum, as delivered, consistent with stated
objectives, calendar descriptions, course requirements, degree
requirements and standards for admission?
- Is the curriculum consistent with current models of content and
delivery for professional B. Mus. programs elsewhere in North
- If there is curricular overlap between departments,
disciplines, and/or programs, how is such overlap justified or
- Are the partnerships with other academic units being optimized,
particularly those with music education, fine arts, folklore and
- Are communications with academic partner units efficient and
- Is the curriculum relevant to the needs of students and is it
sufficiently rigorous and cohesive?
- How effective are the faculty as teachers? Is this
effectiveness being evaluated using many and various means that are
constructive and appropriate to the teaching discipline,
particularly in the context of curriculum delivery that is in part
somewhat anomalous to the university norm?
- Is the curriculum being delivered effectively?
- How is the objective of mentoring being met in the delivery of
- Are work study opportunities being effectively explored and
integrated into the curriculum?
- Is the curriculum responsive to the needs of students and
- Is the School keeping apace with appropriate new developments
in technologically assisted teaching and learning?
- Do the School and the University provide appropriate access to
professional development in pedagogy?
- What has been the impact of the presence of graduate students,
of graduate teaching and of teaching of undergraduate courses by
graduate students since the introduction of these new
D. Research, Creative Activity and Scholarship
- How productive are the faculty as researchers/scholars/creative
and performing artists?
- What is the quality and impact of the scholarly and creative
contributions of faculty and professional staff?
- Are the faculty appropriately engaged with relevant
professional and artistic communities locally, regionally,
nationally and internationally?
- Where applicable, are the faculty effectively engaged in
relationships with business, government, cultural or other relevant
- Are the faculty and professional staff active, and recognized,
participants in regional, national, and international professional
- Are the faculty generating a level of external grants,
commissions and professional contracts appropriate to the
- Is the funding available to the discipline of music sufficient
to support and sustain research and creative activity?
- Are the contracts and grants received by faculty consistent
with the strategic goals of the unit?
- Is there a suitable balance of teaching, research or creative
work, and service in the workloads of faculty and professional
- How are the faculty integrating teaching, research, and
E. The School’s Role in the Cultural Milieu
- Does the School actively contribute to the cultural life of the
region and the province through the cultural programming it
generates in its performance facilities?
- Does the School effectively complement the fabric of cultural
activities in the region and the province?
- Does the School provide adequate and constructive support to
individuals and organizations from within the regional professional
- Are the School’s facilities appropriately integrated into
the network of cultural resources for the region?
- Is the School recognized as a leader in the professional arts
community within the region and province?
F. Facilities and Equipment
- Are the performance, teaching, rehearsal, studio, research,
administrative and storage facilities appropriate to the particular
needs of the School?
- Are the performance, teaching, rehearsal, studio, research,
administrative and storage facilities adequate to the current and
future needs of the School?
- Are the essential facilities needs of students being met?
- Are present facilities used optimally throughout the calendar
- Is the professional support for the supervision of the
facilities appropriate and adequate?
- Is the security of the facilities appropriate?
- Are the equipment resources adequate to the need, particularly
in terms of musical instruments, sound recording and playback
equipment, and computer-assisted learning equipment?
- Is there a regular and realistic schedule for equipment
- Is the equipment maintenance budget adequate?
G. Administrative Support/Efficiency
- Is the unit/program receiving appropriate direct resources and
support from the University to maintain new levels of
- How well are administrative and professional support staff
contributing to the academic and strategic goals of the
- Is the current administrative support structure appropriate to
the present and future needs of the School?
- How adequate and effective are infrastructural resources and
support (e.g., library, promotion and recruitment, media, space)
for achieving program goals?
- How effectively does promote new initiatives, plans, collegial
spirit, and active community involvement?
- What major initiatives and improvements should faculty,
professional staff, and administrators be taking to enhance the
program or unit?
H. Cost Effectiveness
- How appropriate are the student/faculty ratios in comparison to
those in similar programs elsewhere? Comparison groups should
reflect both the situation in Atlantic Canadian University Schools
of Music (Mount Allison, Acadia, Moncton, UPEI, Dalhousie and St.
Francis Xavier) and the realities in programs of comparable size
and focus to ours from across Canada (Wilfrid Laurier, Ottawa,
- How do the program's costs and ratios relate to the costs of
other comparable programs at Memorial and elsewhere?
- If applicable, what support is the unit generating from
external sources, including an appropriate share of indirect cost
recovery? What elements of risk have been introduced through
reliances on external funding for the operation of the unit?
- How effectively does the unit deploy its resources?
Additional documentation in support of the above should include
- Accreditation Reports, where they address questions from the
above list, may be referenced in answer to those questions so as
not to duplicate documentation in the Self-Study
- Accreditation letters from the past three reviews, if
- Description of undergraduate curricula and programs for majors
- Statistical data on course enrollments, class size, and number
of majors and number of minors
- Breakdown of FTE faculty, professionals and salaried staff by
rank, function, workload, age, and gender
- Information concerning the use of non-faculty instructors (if
any) in the unit, whether teaching assistants or supplemental
- A copy of the Statement of University Principles and Goals
- Statement from the Librarian on current book holdings, journals
and periodicals for the discipline
- Statement concerning any proposed changes to the unit's
resources and an explanation of these proposed changes
- A copy of the unit's budget
- Assessment surveys by students and alumni, reports from
previous reviews and pertinent information from the strategic plan
or any similar exercise
It is important that the self-study achieve a proper balance
between details and inclusiveness, and available resources
(especially time). The self-study should provide enough information
to be useful and understandable by professionals outside the unit,
within and outside the University. The self-study should be
considered as the central element for the external peer review
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